2015

: (
1

:(

3 B

6 40

)
90

2. Read the passage and follow the directions.5 points

.
.

Write all answers in English and use neat handwriting.

1 ~ 4

1. Read the passage in <A> and the table in <B>, and follow
the directions.5 points
<A>
As part of an effort to maximize opportunities for her
students to interact with others in English, Ms. Park, a high
school English teacher, plans to design her lessons from a
blended learning perspective. She is considering having the
students interact with each other and her both online and
offline. She designs lessons as follows: Online activities are
based on a synchronous computer-mediated communication
(CMC) interaction, and the transcripts of the online
interaction are used a couple of days later for offline
discussion.
Realizing that many of her students seem shy, frustrated,
and uncomfortable with face-to-face discussion, she would
like to use a CMC tool to help students get ready for an
offline discussion. By examining their online production
with peers and the teacher, she believes that CMC activities
will guarantee more equalized opportunities for participation
and make students errors more salient and thus open to
feedback and correction.
<B>
Evaluation of Three CMC Tools
Tools

Tool A

Tool B

Tool C

Saving and Archiving

Real-Time Interaction

Video Chatting

Online Dictionary

Criteria
Easy to Use

Note: Y = Yes, N = No

Based on the information in <A> and <B>, identify the tool

you would recommend for Ms. Park, and provide TWO reasons
for your recommendation.

(4

Scientists made a splash last week when they presented

a radical new view of DNA, solving a puzzle that has long
gnawed at investigators and shedding light on diseases such
as cancer, heart disease, and Alzheimers. Ever since
decoding the human genome, scientists have been perplexed
by the long strands of our DNA that appear to do nothing.
They called the idle double helixes junk DNA, thinking
they were nothing but leftovers from ill-fitting assembly
parts, useless bits of this and that, last seasons models.
The days of junk status are now officially over. Working
for almost 10 years on a collaborative project, 440 scientists
from 32 labs across the globe announced that they have
finally figured out just what the silent majority of our DNA
does: Its middle management.
It seems these large branches of the DNA family tree
formerly called junk but now renamed as dark matter
run the factory but dont actually make anything. Theyre
the deciders, the guys with administrative approval to
greenlight a project or stop it coldin this case to
determine which genes step forward to produce a protein
and which ones remain stalled, waiting for that second
chance. And with a million supervisors for every 23,000
genes, a ratio of about 50 to 1, it appears middle
management is well staffed.
Though perhaps a bit humbling to discover that our
DNA is so bureaucratic, the insight is likely to result in
substantial medical benefit. Up to now, therapies have
focused on influencing the behavior of the gene itself
sometimes successfully but often not. The problem is that
genetic mutations, though somewhat understood for many
diseases, have proven difficult to fix. The realization that
genes are surrounded by an entourage of promoters and
suppressors expands the list of possible targets for intervention
considerably. In cystic fibrosis, for example, weve discovered
the genetic mutation that causes disease, but weve been
unable to repair it. Using the new approach, researchers
might defuse not the mutant gene itself but one of the bits of
DNA responsible for greenlighting the bad genes expression.
Describe what the underlined words mean in the above context,
and explain why DNAs middle management could be the
key to future cures.

2 )

3. Read the passage and follow the directions.5 points

4. Read the passage in <A> and the sentences in <B>, and

follow the directions.5 points

Words such as music [mjuzk] and cube [kjub] are

pronounced in the same way in both American English and
British English. However, words such as tuition, endure,
and annuity vary, as shown in (1a) and (1b).
(1a) British English
tuition [tjun]
endure [ndj]
perpetuity [p:ptjuti]

duration [djren]
annuity [njuti]
voluminous [vljumns]

(1b) American English

tuition [tun]
endure [ndr]
perpetuity [pptuti]

duration [dren]
annuity [nuti]
voluminous [vlumns]

While in British English we see a /j/ after the underlined

consonants /t/, /d/, /n/, and /l/ in the words given in (1a),
the expected American English pronunciations are without
a /j/ after the same underlined consonants, as shown in
(1b). The same difference is observed after the underlined
consonants /s/ and /z/ for the words in (2a) and (2b).
(2a) British English
assume [sjum]
exude [gzjud]
(2b) American English
assume [sum]
exude [gzud]

superb [sjup:b]
rsum [rzjme]

<A>
Preverbal adverbs sometimes behave differently in terms
of scope. The sentence in (1a) with the adverb usually can
be paraphrased into (1b) and (1c). One can represent the
two paraphrases using the schemata in (2a) and (2b),
respectively.
(1) a. John usually comes late for class.
b. It is usual that John comes late for class.
c. It is usually the case that John comes late for class.
(2) a. It be
b. It be

X
X

that
the case that

Y
Y

.
.

In (2a), X stands for the adjective form of the adverb, and

Y for the rest of the original sentence. In (2b), X stands
for the adverb, and Y for the rest of the original sentence.
In the meantime, sentences with a preverbal adverb such as
carefully cannot be so paraphrased as illustrated in (3).
(3) a. John carefully drives his car in winter.
b. *It is careful that John drives his car in winter.
c. *It is carefully the case that John drives his car in winter.
Note: * indicates that the sentence is ungrammatical.

<B>
superb [supb]
rsum [rzme]

() John rarely talks with philosophers.

() The fish slowly swims.

However, the words given in (3) show that the underlined

alveolars /n/ and /l/ are followed by a /j/ in American
English as well as in British English.
(3) British English and American English
continue [kntnju]
biannual [banjul]
voluble [vljbl]
valuation [vljuen]

Based on the discussion of the two types of adverbs in <A>,

a usually type and a carefully type, identify the type of the
underlined adverbs in <B>. Then verify their type by writing
the paraphrases of () and (), using the schemata in (2).

Note: Vowel differences in some words between British English and

American English are not represented in the data above.

Based on the data given in (1b), (2b), and (3), state the
condition(s) when /j/ cannot follow alveolar consonants and the
condition(s) when /j/ can in American English.

(4

3 )

2. Read two middle school students opinions about an English

1 ~ 2

1. Read the passage and follow the directions.10 points

lesson posted on the online bulletin board and their teachers

teaching log, and follow the directions.10 points

All products may be considered as either disposable or

durable. Disposable products are goods made for short-term
usage, many even meant to be thrown away after one use.
Manufacturing them requires constant development of new
designs and the employment of large numbers of workers.
This provides ongoing benefits for the growth of the
economy. However, this type of production causes a great
deal of waste. Some disposable products like plastic bags
do not easily decompose and thus have anything but a
positive impact on the environment.
Durable products are intended to last for a long time. As
such, any given product would be sold less often. However,
making products durable requires the support of secondary
industries to supply parts and do repairs. This, in turn,
establishes long-standing economic advantages. In addition,
long-term use of products helps cut emissions of pollutants.
As durable products also include less residual waste,
landfill expansion is significantly reduced, which makes
them a good environmental choice.

How do different types of products affect the economy and the

environment? Write a composition following the guidelines
below.

Guidelines
Write TWO paragraphs based on the above passage: one
a comparison paragraph regarding the effect on the
economy and the other a contrast paragraph on the
environment.
Provide each paragraph with a topic sentence and two
supporting pieces of evidence.
Do NOT copy more than FIVE consecutive words from
the passage.

In one paragraph, identify ONE feature of the teachers lesson

that the students liked, and explain TWO reasons why they
liked it. In another paragraph, address ONE problem with the
lesson, and suggest TWO solutions from the teachers
standpoint by supporting them with rationale. Both paragraphs
must be based only on the bulletin board and the teaching log
above.

<.>
(4

4 )